Stand Out in Class: Investigating the Potential Impact of a Sit–Stand Desk Intervention on Children’s Sitting and Physical Activity during Class Time and after School

Yu-Ling Chen, Keith Tolfrey, Natalie Pearson, Daniel D. Bingham, Charlotte Edwardson, Lorraine Cale, David Dunstan, Sally E. Barber and Stacy A. Clemes
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Yu-Ling Chen: School of Sport, Exercise and Health Sciences, Loughborough University, Loughborough LE11 3TU, UK
Keith Tolfrey: School of Sport, Exercise and Health Sciences, Loughborough University, Loughborough LE11 3TU, UK
Natalie Pearson: School of Sport, Exercise and Health Sciences, Loughborough University, Loughborough LE11 3TU, UK
Daniel D. Bingham: Bradford Institute for Health Research, Bradford Teaching Hospitals Foundation Trust, Bradford BD9 6RJ, UK
Charlotte Edwardson: National Institute for Health Research (NIHR) Leicester Biomedical Research Centre, University Hospitals of Leicester NHS Trust and University of Leicester, Leicester LE5 4PW, UK
Lorraine Cale: School of Sport, Exercise and Health Sciences, Loughborough University, Loughborough LE11 3TU, UK
David Dunstan: Baker Heart and Diabetes Institute, Melbourne, VIC 3004, Australia
Sally E. Barber: Bradford Institute for Health Research, Bradford Teaching Hospitals Foundation Trust, Bradford BD9 6RJ, UK
Stacy A. Clemes: School of Sport, Exercise and Health Sciences, Loughborough University, Loughborough LE11 3TU, UK

IJERPH, 2021, vol. 18, issue 9, 1-14

Abstract: Sedentary behaviour (sitting) is a risk factor for adverse health outcomes. The classroom environment has traditionally been associated with prolonged periods of sitting in children. The aim of this study was to examine the potential impact of an environmental intervention, the addition of sit–stand desks in the classroom, on school children’s sitting and physical activity during class time and after school. The ‘Stand Out in Class’ pilot trial was a two-arm cluster randomised controlled trial conducted in eight primary schools with children from a mixed socioeconomic background. The 4.5 month environmental intervention modified the physical (six sit–stand desks replaced standard desks) and social (e.g., teachers’ support) environment. All children wore activPAL and ActiGraph accelerometers for 7 days at baseline and follow-up. In total 176 children (mean age = 9.3 years) took part in the trial. At baseline, control and intervention groups spent more than 65% of class time sitting, this changed to 71.7% and 59.1% at follow-up, respectively (group effect p < 0.001). The proportion of class time spent standing and stepping, along with the proportion of time in light activity increased in the intervention group and decreased in the control group. There was no evidence of any compensatory effects from the intervention after school. Incorporating sit–stand desks to change the classroom environment at primary school appears to be an acceptable strategy for reducing children’s sedentary behaviour and increasing light activity especially during class time. Trial registration: ISRCTN12915848 (registered: 09/11/16).

Keywords: standing desks; primary/elementary school; sedentary behaviour; children; after school; health inequalities; cluster randomised controlled trial (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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